THEME: What study skills do I need to succeed in Senior High School (SHS)?

GRADES 1 to School Tarlac National High School -Annex Grade Level 11

12 DAILY Teacher Joan G. Lopez Learning Area Oral Communication and Computer
LESSON LOG Systems Servicing
Teaching Dates and Time Week 2 Sessions 1-4 (with optional Session 5) Quarter 1st
Ds

Session 1 Session 2 Session 3 Session 4 Session 5 (optional)

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
I. OBJECTIVES remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies
and enable children to find significance and joy inlearning the lessons. Weekly objectives shall be derived from the curriculum guides.
1. The learner understands the 1. The learner demonstrates 1. The learner demonstrates 1. The learner understands 1. The learner understands
importance of developing study or understanding of critical understanding of critical the importance of academic the importance of preparing
academic skills to succeed in Senior reading strategies reading strategies integrity and intellectual for a test
High School (SHS) 2.The learner recognizes the 2.The learner recognizes the honesty 2.The learner
2. The learner demonstrates importance of critical importance of critical 2. The learner demonstrates demonstrates
understanding of different note-taking reading in academic reading in academic respect for another understanding of different
A. Content Standards methods success success individuals work in strategies to improve
3. The learner understands the academic writing memory
importance of time-management in
studying
1. The learner applies note-taking The learner applies critical The learner applies critical The learner applies academic The learner applies memory
methods reading strategies reading strategies using writing skills using strategies using acronyms
B. Performance Standards 2. The learner produces a sample SQ3R strategies such as quoting, and acrostics
weekly study schedule summarizing and paraphrasing
1. Identify the steps of the Cornell Note- 1. Define critical reading 1.Identify the different parts of 1. Distinguish between Create acrostics and
taking Method 2. Identify and describe the SQ3R original work and acronym for frequently
C. Learning Competencies / 2. Identify the Five Rs of Note Taking different critical reading 2. Read a selectiong using plagiarized text terminologies, and
Objectives 3. Create a weekly study schedule strategies SQ3R 2. Quote, paraphrase, and/or concepts
Write the LC code for each summarize an original text
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT Study Skills: Overview of Study Skills Study Skills: Critical Reading Study Skills: Critical Reading Study Skills: Avoiding Plagiarism Study Skills: Improving
Note taking and time management in Academic Writing Memory and Test-taking
III. LEARNING
RESOURCES
A. References
1. TeachersGuide pages
2. Learners Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
1.https://www.stephencovey.com/7habits/7h1.http://www.criticalreading.com/c1.http://www.criticalreading.com/ 1.http://www.blinn.edu/brazos/pa1.http://www.coedu.usf.edu/zalaq
abits.php ritical_reading.htm critical_reading.htm rallelstud/development/Annotatio uett/Help_Screens/study_skillsM

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THEME: What study skills do I need to succeed in Senior High School (SHS)?
Session 1
B. Other Learning 2.http://www.studyskills.soton.ac.uk/s
Resources tudytips/why_here.htm
3.https://www.bcps.org/offices/lis/res
earchcourse/images/Lesson%20Plan
%20for%20N ote%20Taking1.pdf
4.http://www.cls.utk.edu/pdf/ls/Week2
_Less on14.pdf
5.https://www2.usgs.gov/humancapit
al/docu
ments/TimeManagementGrid.pdf
6.http://successcenter.tamu.edu/geta
ttachm ent/Student-
Resources/Handouts/Lecture-
Note-Taking.pdf.aspx
7.http://www.admin.cam.ac.uk/univ/pl
agiaris m/students/skills/notes.html
8.http://www.educationcorner.com/co
rnellnote-taking-system.html
9.http://www.educationcorner.com/ha
bitsof-successful-students.html
IV. PROCEDURES
Present the Seven (7) Habits of
Highly Effective People by Stephen
Covey. (5 minutes)
A. Reviewing previous
lesson or presenting
the new lesson
Session 2
2.http://www.uefap.com/rea
ding/r eadfram.htm
3.http://writing.colostate.edu
/guides/guide.cfm?
guideid=31
4.https://www.csuohio.edu/
writing -center/critical-
reading-whatcritical-
reading-and-why-do-ineed-
do-it
5.http://www.skillsyouneed.c
om/le arn/critical-
reading.html
6.http://www.educationcorne
r.co m/sq3r-textbook-
strategy.html
Say/Ask: Yesterday, we
learned how to organize
our tasks and notes. Do
you think that we can also
organize the way we
read? Do you have a
specific way or strategy in
reading a text? If yes,
what strategies do you
use? (4 minutes)
Session 3
2.http://www.uefap.com/rea
ding/r eadfram.htm
3.http://writing.colostate.edu
/guid es/guide.cfm?
guideid=31
4.https://www.csuohio.edu/
writin g-center/critical-
reading-whatcritical-
reading-and-why-do-ineed-
do-it
5.http://www.skillsyouneed.c
om/l earn/critical-
reading.html
6.http://www.educationcorne
r.co m/sq3r-textbook-
strategy.html
Say/Ask: Yesterday, we
learned about different ways
to read more critically. What
were the 6 strategies we
discussed yesterday? (5
minutes)
Session 4 Session 5 (optional)
nsummary.pdf HS.htm
2.http://writing.wisc.edu/Han 2.http://www.jmu.edu/valley
dbook/QPA_paraphrase2.ht school
ml ars/files/improvemyhighsch
3.http://writing.wisc.edu/Han oolstu dyskills.pdf
dbook/AnnBib_content.html 3.http://www.educationcorne
4.https://www.mesacc.edu/~ r.co m/test-anxiety.html
paoih30491/ArgumentsQuot
4.http://www.lynchburg.edu/
eSumma rizeParaphr.html
acad emics/tutoring-
3.http://www.indiana.edu/~w
ts/pa mphlets/plagiarism.pdf academicsupport/top-10-
study-skills/
4.https://www.princeton.edu/
pr/pub/integrity/pages/plagia
rism
5.https://www.indiana.edu/~i
std/e xamples.html
6.http://www.ucalgary.ca/pu
bs/ca lendar/current/k-
1.html
7.https://www.indiana.edu/~
plag/ practice.html
8.http://www.stevendkrause.
com/ tprw/Chapter%203.pdf
1. Present two very brief 1. Present a quote with
texts (original text and proper citation. Ask the
plagiarized text) learners to memorize
2. Say: Can you read the the quote. Remove the
quote posted, and ask
texts using SQ3R?
the learners to recite the
3. Wait for the learners to
quote.
realize that there is
2. Ask: Who among you
something wrong. Once
had
a learner points out the
difficulty in remembering
similarity, cut the activity.
the quote word for
Use prompts (i.e., Do
word? (2 minutes)
you notice something
wrong with the two
texts?) if the activity
goes beyond 5 minutes.
(5 minutes)
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THEME: What study skills do I need to succeed in Senior High School (SHS)?

Session 1 Session 2 Session 3 Session 4 Session 5 (optional)

1. After a brief discussion of the 7 Say: Today, we will learn Say: Today we will learn Ask: What is intellectual Ask: In what ways do you
Habits, return to Habit 2: Begin how to improve our about another reading honesty? Why is it important prepare for a test? Do you
with the end in mind. understanding of a reading strategy that some of you to acknowledge the work of use materials other than
B. Establishing a
2. Ask: What does this statetement
purpose for the material through critical may be familiar with other individuals in your your notes and textbooks?
mean? Why do you think are you
lesson reading. Take down notes already: SQ3R. What do work? In what ways can we What do you think can help
in Senior High
School (SHS)? What will you do using the CNTM. (1 minute) you think these letters ensure intellectual honesty you study and improve your
after stand for? (5 minutes) in our written work? (5 memory for a test? (2
SHS? (5 minutes) minutes) minutes)
1. Before discussion, remind the 1. Discuss critical reading. 1. Introduce and discuss 1. Say/Ask: When we use Discuss the following
class to take down notes. 2. Provide a definition of the SQ3R strategy. someone elses work strategies to study for a
2. Discuss study or academic skills. critical reading and the 2. Discuss the different without giving proper test: the use of acronyms,
Provide a definition and examples ways to do critical elements of SQ3R: credit, we commit acrostics, narratives,
of study or academic skills. reading. Survey, Question, plagiarism. How can we rhymes, imagery,
C. Presenting 3. Talk about why they are important 3. Discuss the ways to read Read, Recall, and
more critically: avoid committing visualization, and flash
examples/ to develop. Review.(15 minutes)
Previewing, Annotating, plagiarism? cards. (20 minutes)
instances of the 3. End the discussion by asking a
new lesson Summarizing, Analyzing, 2. Introduce and provide
number of students to summarize
Re-reading, and definitions for: quotations,
what they learned based on their Responding. (30 minutes) paraphrases, and
notes. (10 minutes)
summaries
3. Provide and discuss
examples for each
(20 minutes)
D. Discussing new 1. Ask: How did you take down Discuss test-taking tips.(10
concepts and practicing notes during our discussion? Did minutes)
new skills #1 you take down everything that
was said? How did you decide
which ones to take note of?
2. Introduce the Cornell Note-
taking Method (CNTM) as one
way of note taking. Present and
discuss the CNTM template to
the class.
3. After discussion, ask learners to
transfer their notes using the
CNTM template.Select students
to present their work.
4. Discuss the Five Rs in note
taking: Record, Reduce, Recite,
Reflect, Review.
5. Discuss other techniques in
note-taking such as using mind

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THEME: What study skills do I need to succeed in Senior High School (SHS)?
E. Discussing new concepts
and practicing new skills #2
Session 1 Session 2 Session 3 Session 4 Session 5 (optional)
maps, tabular notes, flow charts,
index cards, and highlighting and
annotating. Emphasize that there
are different ways to take down
notes and learners should find
out which technique works best
for each of them.
(15 minutes)
1. Present the 10 Habits of Highly
Effective Students.
2. Ask: Write a list of things that you
need to do for the week.
3. Ask: Which among these things
will you do first? How will you
prioritze each item on your list?
Ask the class what the following
statement by Benjamin Franklin
means to them: "By failing to
prepare, you are preparing to
fail."
4. Show the class Coveys Time
Management Grid, and coach
learners on how to prioritize their
tasks based on importance and
urgency. Ask the class to
categorize their activities using
Coveys Time Management Grid.
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THEME: What study skills do I need to succeed in Senior High School (SHS)?
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
I. Evaluating learning
Session 1
5. Ask: Why is it important to
organize ones tasks?
(10 minutes)
1. Say/Ask: Identify different note-
taking methods.
2. Describe the CNTM.
3. What are the Five Rs in note-
taking?
(5 minutes)
1. Ask: Apart from attending classes,
in which other activities can note
taking be a useful skill?
2. Outside school, in what ways can
you apply time management?
(2 minutes)
Ask: In your opinion, what are the
characteristics of highly effective
students.
(3 minutes)
1. Read a short passage to the
class and ask them to take notes
using the CNTM.
2. Ask the class to prepare a study
schedule for the week based on
their class schedule. The study
schedule should indicate at
which times of the day they will
study and prepare for their daily
classes.
(5 minutes)
Session 2
1. Distribute a text to the
class. The text can be any
opinion piece such as an
edtorial.
2. Ask the class to apply the
following critical reading
strategies: Previewing,
Annotating, Summarizing,
Analyzing, Re-reading,
and Responding.
(15 minutes)
Ask: Apart from reading in
school in which other
activities can critical reading
be a useful skill? (5 minutes)
Ask: In your opinion, what are Ask: What are the
the benefits of critical advantages of using a
reading? (5 minutes) strategy like SQ3R in
reading texts? (5 minutes)
Session 3
Post a short selection in
front of the class. Using
this, guide the learners into
reading the text using
SQ3R. (10 minutes)
Activity: Give copies of a
short selection (that
includes chapter and
section headings) to the
learners. Ask them to read
the selection, and to use
the SQ3R strategy. They
may write directly on their
copies of the selection to
show that they have
Session 4
Show 3 original texts with a
paraphrased/quoted/
summarized text and a
plagiarized text. Ask the
learners to identify the text
that was correctly quoted,
paraphrased, and/or
summarized. (5 minutes)
Ask: Apart from schools, in
what other settings is
intellectual honesty
important? Why do you say
so? (5 minutes)
Activity: Present a short
selection to the learners.
Ask them how they would
include the selection in their
academic papers by
quoting, paraphrasing,
and/or summarizing. Output
may be done in notebooks
or a sheet of paper. (20
minutes)
Session 5 (optional)
Ask the class to summarize
the different test-taking
strategies discussed.
Show common terms
and concepts using
acronyms and acrostics.
(5 minutes) For
example:
ROYGBIV = colors of the
raibow
My Very Eager Mother Just
Served Us Noodles =
planets in
our solar
system
Say/Ask: Give examples
on how else you can use
these strategies in
everyday life. (2 minutes)
Activity: Ask learners to
come up with fun
acronyms and/or acrostics
for frequently used
formulae, terminologies,
and concepts. This can be
compiled as a class output
for future reference. (20
minutes)
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THEME: What study skills do I need to succeed in Senior High School (SHS)?

Session 1 Session 2 Session 3 Session 4 Session 5 (optional)

followed the SQ3R

strategy. (20 minutes)

J. Additional activities for

application or remediation
V. REMARKS Critical reading will be discussed for two days.
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students progress this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No.of learners who earned
80% on the formative
assessment
B. No.of learners who require
additional activities for
remediation.
C. Did the remedial lessons
work? No.of learners who
have caught up with the
lesson.
D. No.of learners who continue
to require remediation
E. Which of my teaching
strategiesworked well?Why
did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
Approved: Approved: Approved: Approved: Approved:

YOLANDA MARIN GONZALES, ED.D YOLANDA MARIN GONZALES, ED.D YOLANDA MARIN GONZALES, ED.D YOLANDA MARIN GONZALES, ED.D
YOLANDA MARIN GONZALES, ED.D
Principal IV Principal IV
Principal IV Principal IV Principal IV

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